Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Observational Learning01:12

Observational Learning

Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning because...
Purposive Learning01:22

Purposive Learning

E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a bonus...
Piaget's Stage 1 of Cognitive Development01:14

Piaget's Stage 1 of Cognitive Development

The sensorimotor stage, the initial phase of Jean Piaget's theory of cognitive development, spans the first two years of a child's life. During this period, infants actively engage with their surroundings, building cognitive awareness through direct interaction with the world. This interaction is primarily based on sensory perception and motor actions, allowing infants to gradually understand basic physical properties and predict how objects interact within their environment.
Exploration...
Cognitive Learning01:21

Cognitive Learning

Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
Associative Learning01:27

Associative Learning

Associative learning is a fundamental concept in behavioral psychology, wherein a connection is established between two stimuli or events, leading to a learned response. This process is critical in understanding how behaviors are acquired and modified. Conditioning, the mechanism through which associations are formed, can be divided into two main types: classical conditioning and operant conditioning, each elucidating different aspects of associative learning.
Classical conditioning, also known...
Piaget's Stage 2 of Cognitive Development01:14

Piaget's Stage 2 of Cognitive Development

The preoperational stage, the second of Jean Piaget's four stages of cognitive development, spans approximately ages 2 to 7 and is characterized by the emergence of symbolic thinking. During this stage, children use language, images, and symbols to represent objects and concepts, enabling them to engage in imaginative and pretend play. This symbolic thinking supports children's ability to perform make-believe actions, such as imagining a broom as a horse or their hand as a phone, blending...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Infants and Mobiles: Developing an Understanding of Cause and Effect.

Developmental science·2026
Same author

Examining micro-level natural behaviour to improve generalizability in behavioural science: a case study of parent-child joint attention.

Philosophical transactions of the Royal Society of London. Series B, Biological sciences·2026
Same author

Predictive Coding Light.

Nature communications·2025
Same author

Hippocampus and striatum show distinct contributions to longitudinal changes in value-based learning in middle childhood.

eLife·2024
Same author

Infant vocal productions coincide with body movements.

Developmental science·2024
Same author

A developmental increase of inhibition promotes the emergence of hippocampal ripples.

Nature communications·2024
Same journal

Adolescents and Adults Use Different Facial Movements and Vocal Cues to Express Emotions.

Developmental science·2026
Same journal

Decoding Preschool Social Dynamics: Automated Tracking of Spatial and Temporal Patterns to Investigate Social Interactions and Relationships in Peer Groups.

Developmental science·2026
Same journal

Early Life Stress Affects Human Decision Making by Increasing Expectations of Volatility.

Developmental science·2026
Same journal

The Impact of Intergroup Collaboration on In-Group Bias Between Rohingya Refugee and Bangladeshi Host Community Children.

Developmental science·2026
Same journal

Infants' Domain-General Responses to Expectancy Violations.

Developmental science·2026
Same journal

How to Increase Children's and Adults' Interest in Learning From Disagreement.

Developmental science·2026
See all related articles
  1. Home
  3. Toddlers' Active Gaze Behavior Supports Self-supervised Object Learning.
  1. Home
  3. Toddlers' Active Gaze Behavior Supports Self-supervised Object Learning.

Related Experiment Video

Gaze in Action: Head-mounted Eye Tracking of Children's Dynamic Visual Attention During Naturalistic Behavior
07:09

Gaze in Action: Head-mounted Eye Tracking of Children's Dynamic Visual Attention During Naturalistic Behavior

Published on: November 14, 2018

Toddlers' Active Gaze Behavior Supports Self-Supervised Object Learning.

Zhengyang Yu1,2, Arthur Aubret1,2, Marcel C Raabe1

  • 1Frankfurt Institute for Advanced Studies, Frankfurt, Hessen, Germany.

Developmental Science
|June 16, 2026

View abstract on PubMed

Summary
This summary is machine-generated.

Toddlers rapidly learn object recognition using their natural eye movements to guide visual input. This active gaze strategy, combined with a limited high-acuity visual field, is crucial for developing robust object representations.

Keywords:
computer visioneye trackinggaze behaviorobject recognitionself‐ supervised learningslowness learning

More Related Videos

Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms
07:31

Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms

Published on: February 8, 2019

Quantifying Learning in Young Infants: Tracking Leg Actions During a Discovery-learning Task
11:18

Quantifying Learning in Young Infants: Tracking Leg Actions During a Discovery-learning Task

Published on: June 1, 2015

Related Experiment Videos

Gaze in Action: Head-mounted Eye Tracking of Children's Dynamic Visual Attention During Naturalistic Behavior
07:09

Gaze in Action: Head-mounted Eye Tracking of Children's Dynamic Visual Attention During Naturalistic Behavior

Published on: November 14, 2018

Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms
07:31

Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms

Published on: February 8, 2019

Quantifying Learning in Young Infants: Tracking Leg Actions During a Discovery-learning Task
11:18

Quantifying Learning in Young Infants: Tracking Leg Actions During a Discovery-learning Task

Published on: June 1, 2015

Area of Science:

  • Developmental psychology
  • Computational neuroscience
  • Machine learning

Background:

  • Toddlers develop object recognition with minimal supervision.
  • Eye and head movements shape visual experience during learning.
  • The role of these movements in object recognition is not fully understood.

Purpose of the Study:

  • To investigate how toddlers' eye and head movements contribute to object recognition.
  • To model the development of invariant object recognition using toddlers' visual experience.

Main Methods:

  • Head-mounted eye tracking during dyadic play to capture first-person visual experience.
  • Unsupervised machine learning with a biologically plausible learning objective.
  • Simulation of alternative gaze behaviors to assess their impact.

Main Results:

  • A few minutes of first-person visual experience are sufficient for learning strong object representations.
  • Toddlers' natural eye movement patterns are crucial for effective learning.
  • The limited size of the high-acuity central visual field aids learning.

Conclusions:

  • Temporally structured visual experience from natural interactions enhances learning.
  • Active gaze strategies and the visual field's structure are vital for toddlers' object recognition development.
  • Self-supervised learning models can effectively replicate toddlers' learning processes.